The current development on education are nowadays focused on competencies, such as to know how to think by our self, to solve problem, to reduce conflicts, and to develop autonomous, strategic and self-learning processes as well. In this direction, learners have to develop independent attitudes and active behaviours, with a focus on self-regulation and self-direction. This is what I observed during a research (Leonardo project) led on social representation of vocational education, especially on students at the vocation school leaving certificate level (baccalaureat professionnel) in France. Learners in such tracks, for most of them who experience failure at the junior high school (college unique) are oriented toward vocational track at the senior high school level. Entering with a negative representation of those tracks, thought as relegation tracks, nevertheless they exit the senior high school with a positive one when they earn the vocational school leaving certificate. This change or turn out can be explained by the pedagogical methods which are innovative promoting learners emotions, giving sense to the different knowledge taught (Rochex, 1998 et Charlot, 1999), helping them to re-build this not-chosen vocational guidance and orientation (Gendron, 2001) and to develop their autonomy and self-management. Those different approaches and procedures rest upon the autonomous and personalized development of learning strategies which ease a better self- knowledge, the development of emotional intelligence (Goleman). All these factors which help them to regain their self-confidence, self- esteem, are so many medium which allow to come back on a success track. This is what I will evoke in my paper. Data and Methodology: The methodology of the enquiry and of the analysis belongs to the social psychology approach (Moscovici, Doise et Palmori, Aebischer et Oberle, et Sallaberry,). I conducted through focus group, semi-direct interviews of 2 (methodology adopted by the European research team) and individual interviews. This research has been carried out on 6 senior vocational high schools (one private) of 3 different departmental locations of the Low- Normand region (La Manche, Calvados, Orne). I interviewed in its all, more than 60 persons: 4 groups of learners (26 persons) at the leaving certificate level of different specialities. They were between 18 and 22 years old learners, and all of them had already some work experience via internship periods or at least had experienced work on situation during several weeks. I also interviewed 4 groups of teachers (of vocational and general topics), guidance counsellors, pedagogical counsellors, senior high school principals and 3 groups of young vocational high school leavers now at work and 4 employers. The data collected has been analysed with two textual analyses softwares ALCESTE (qualitative analysis of textual data) suggested by the Regional Observatory of Higher Education (Observatoire Regional des Formations Superieures) of Caen and a second analysis with the MODALISA software (quantitative analysis of textual data) for the European project part. Reports Research Leonardo contract "Vocational Education and Training-Culture", untitled "Analysis and Comparison of Social Representations of Vocational Education and Training in Different European Countries" supervised by Michael KUHN, University of Bremen, Germany Research report: GENDRON B. (2001), Social Representations of Vocational Education and Training in France through the French Vocational Baccalaureat Case Study ", june, 103 p, University of Pantheon-Sorbonne, Paris I. Research contract of the Regional Observatory of Higher Education (Observatoire Regional des Formations Superieures) of Caen and the Research Centre of Sciences of Education of Caen "A qualitative approach of vocational senior high school learners", supervised by J.M. Nicolas and H. Peyronie. Research report: GENDRON B. (2001), Les bacheliers professionnels: Une analyse qualitative", janvier, 136 p, document du CERSE.